# The Math Learning Center PO Box 12929, Salem, Oregon Math Learning Center

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1 Resource Overview Quntile Mesure: Skill or Concept: 300Q Model the concept of ddition for sums to 10. (QT N 36) Model the concept of sutrction using numers less thn or equl to 10. (QT N 37) Write ddition nd sutrction sentences to represent word prolem. (QT A 544) Excerpted from: The Mth Lerning Center PO Box 12929, Slem, Oregon Mth Lerning Center This resource my e ville in other Quntile utilities. For full ccess to these free utilities, visit The Quntile Frmework for Mthemtics, developed y eductionl mesurement nd reserch orgniztion MetMetrics, comprises more thn 500 skills nd concepts (clled QTxons) tught from kindergrten through high school. The Quntile Frmework depicts the developmentl nture of mthemtics nd the connections etween mthemtics content cross the strnds. By mtching student s Quntile mesure with the Quntile mesure of mthemticl skill or concept, you cn determine if the student is redy to lern tht skill, needs to lern supporting concepts first, or hs lredy lerned it. For more informtion nd to use free Quntile utilities, visit Prk Forty Plz Drive, Suite 120, Durhm, North Crolin METAMETRICS, the METAMETRICS logo nd tgline, QUANTILE, QUANTILE FRAMEWORK nd the QUANTILE logo re trdemrks of MetMetrics, Inc., nd re registered in the United Sttes nd rod. The nmes of other compnies nd products mentioned herein my e the trdemrks of their respective owners.

2 Set A3 H Activity 1 Activity Hopping Along the Numer Line Overview This simple ctivity introduces the ide of moving up nd down numer line to represent nd solve ddition nd sutrction prolems. Skills & Concepts H represent ddition nd sutrction using movement on the numer line H connect physicl nd pictoril representtions to ddition nd sutrction equtions H demonstrte the inverse reltionship etween ddition nd sutrction y undoing n ddition prolem with sutrction nd vice vers H solve nd crete word prolems tht mtch ddition or sutrction equtions You ll need H (pge A3.5, run clss set, plus demonstrtion copy) H 6" 36" piece of white or light lue utcher pper (see Advnce Preprtion) H plstic frog from the frog ucket or slightly lrger stuffed toy frog if you hve one H chrt pper or whiteord nd mrkers H pencil nd hrd writing surfce for ech student Advnce Preprtion Use wide-tipped permnent lck mrker to drw 33" line cross the length of utcher pper. Leve 1½" mrgin t ech end, nd drw n rrow t either end of the line. Mke 11 smll tic-mrks spced 3" prt ll the wy down the line, strting nd ending 1½" from the rrow tips. Numer the mrks from 0 to 10. Lminte the strip if you wnt to sve it for use in future yers. Post copy of the on n esel or on the whiteord right next to your discussion circle. Instructions for Hopping Along the Numer Line 1. Gther students to your discussion circle. Ly the numer line you ve prepred in the middle of the circle, positioned in such wy tht you cn rech it esily from the edge where you re sitting. As students wtch, set your frog on the 0. Explin tht this little frog lives t the edge of long strem nd likes to hop from one numer to nother. 2. Explin tht the frog trvels one spce on ech hop. Then tke minute to estlish with the clss how mny hops it tkes the frog to get from 0 to severl of the numers on the line. Strt y sking students how mny hops it would tke the frog to get from the 0 to the 3. Some children my sy the nswer is four, elieving tht the frog must hop once on the 0, nd then three more times to get to the 3. Demonstrte, s students count with you, tht it only tkes the frog three hops to get to the 3, five hops to get to the 5, eight hops to get to the 8, nd so on. Bridges in MthemticsGrde 1 Supplement A3.1

3 Activity 1 Hopping Along the Numer Line (cont.) 3. Tell the ddition nd sutrction prolems elow (or similr prolems), s you work with input from the clss to ct them out y moving the frog on the line. After telling ech story, record mtching numer sentence on the whiteord or your chrt pper. Then sk student helper to repet your originl ctions with the frog on the line second time to illustrte the opertion. Techer One dy, Little Frog ws sitting on the numer 0 enjoying the morning sun. Suddenly, she sw tsty ug fly pst. She decided to try to ctch it. She mde 4 hops. (Where is she now? Tht s right, she s on the 4.) Then she mde 2 more hops. (Where did she lnd? Right, she s on the 6 now.) I m going write numers on the whiteord to tell this story. Little frog mde 4 hops, nd then 2 more, so I m going to write Let s put the frog ck on the 0 where she strted. Who would like to move the frog on the line s we tell the story with numers? Alex? How mny hops did Little Frog mke first? Students Four! She jumped to the 4. Techer Then how mny more did she mke, nd where did she lnd? Students She did 2 more. She got ll the wy to the 6. Did she get the ug? = 6 Techer Little Frog helps us see tht is 6, ut she didn t get the ug. The ug flew right ck over her hed! Little Frog turned round nd took 2 hops ck the other wy. Where do you think she s going to lnd? Students On the 2! No, on the 4 ecuse she s only going 2 hops ck. Cn I try? = = 4 A3.2 Bridges in Mthemtics Grde 1 Supplement

4 Activity 1 Hopping Along the Numer Line (cont.) 4. Repet Step 3 with the following pirs of prolems, or prolems similr to them. Move the frog ck to the 0 ech time you tell nd ct out new pir of prolems. Prolem 1 Little Frog ws sitting on the 0. She herd her friends plying up the strem, so she decided to join them. First she mde 3 hops. Then she mde 2 more. Where did she lnd? (3 + 2 = 5) She ws sitting on the 5 when she sw her little rother pop up ehind her. She mde 2 hops ck the other wy to get him. Where did she lnd? (5 2 = 3) Prolem 2 Little Frog ws sunning herself on the 0. She decided to look for some ugs. First she mde 4 hops, ut she didn t see ny ugs. Then she mde 3 more hops. Where did she lnd? (4 + 3 = 7) Do you think she found ny ugs there? While she ws sitting on the 7, she herd her mother cll her to come home. She took 7 hops ck the other wy. Where did she lnd? (7 7 = 0) 5. Drw students ttention to the you ve posted. As they wtch, write the expression in the first ox. Ask one of your students to tell story to mtch this numer sentence nd ct it out on the line with the frog. Set A3 Numer & Opertions: Addition & Sutrction on the Numer Line Blckline Run clss set. NAME DATE Mrco Little Frog did 3 hops. Then she did 1 more ecuse she ws looking for ugs. One, two, three, then 1 more hop. Now she s on the 4. Show students how to record the frog s ction on the first numer line, nd then work with their input to write the nswer to the prolem. Set A3 Numer & Opertions: Addition & Sutrction on the Numer Line Blckline Run clss set. NAME DATE = 4 c 6. Give students ech copy of the, pencil, nd hrd writing surfce. Hve them write the expression in Box A, nd then sk volunteer to tell nd ct out different story to mtch the expression. Hve students mrk the numer line to show the frog s ction, nd then record the nswer. Bridges in MthemticsGrde 1 Supplement A3.3

5 Activity 1 Hopping Along the Numer Line (cont.) 7. Repet Steps 5 nd 6 three more times, using the expressions 4 1, 5 + 3, nd 8 3. Ech time, write the expression on your sheet s students copy it. Ask volunteer to tell nd ct out story to mtch, using the frog nd the lrge numer line. Record the ction nd the solution on your sheet s students do the sme on theirs. Set A3 Numer & Opertions: Addition & Sutrction on the Numer Line Blckline Run clss set. NAME DATE = = 3 c = 8 d 8 3 = 5 A3.4 Bridges in Mthemtics Grde 1 Supplement

6 Blckline Run clss set. nme dte c d Bridges in MthemticsGrde 1 Supplement A3.5

7 A3.6 Bridges in Mthemtics Grde 1 Supplement

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